The purpose of this exam is to provide each student with an opportunity to synthesize information from the course readings, and apply collaboration, research and writing strategies that were introduced in class to critically examine a educational issue in the news across the country as well as here in Rhode Island.
Just like our semester projects, the exam has two phases: A research phase and a writing phase. The research phase can be done before the day of the final exam, and should be collaborative in the sense that each student working on a particular question should be willing to share their research. The writing phase will be done individually on the day of the exam.
Exam Sequence
Phase 1: Research
During the research phase, each student will choose a topic and contribute to a shared collection of references. This phase should take place before the day of the examination.
Step 1: Choose Topic
Step 2: Research Your Topic with the other classmates in your group.
Each student will be evaluated based on the number of usable references they contribute.
To prepare to write about your topic, you should gather information about your topic.
When you find useful resources, add a reference in the shared Zotero collection for that topic
For each reference, add a brief summary of the article in the ". This summary should include an explanation of why the article was included in the collection.
Remember to use library research resources so that the references that you contribute are worth the effort. If you "google" your topic and fill your article collection with newspaper articles and blog entries, then it will hard to support the points you make in your essay.
Remember to create entries for relevant sections of our text.
If you'd like, you can gather (and share) your research on your research page. THIS IS OPTIONAL!
Outline your essay response. Since one of the goals of the exam is to synthesize background information from our readings (and unread chapters in our textbook), You should address the following questions:
What is the problem or issue?
Why is this issue important?
What is the historical roots of this problem? What has been tried in the past?
What are the current approaches?
How does this problem/issue relate to RI schools? Is there evidence of a connection to the schools/districts/communities that we researched earlier?
What are your views, opinions, concerns, or solutions related to the problem?
Write your response. This should not occur until our examination period.
You will write your response in Google Docs.
After the exam, all final exam pages will be added to URITK.
Review a writing partner's essay. About an hour into the exam, you will be given the opportunity to review a partner's essay and offer constructive feedback.
Use the exam rubric that we developed in class.
Revise your essay based on your partner's suggestions. After you receive your feedback form, you will have as long a you need to revise your essay up to the full exam period.
Examination Topics and Assignments - 2009
1. Common Standards and Assessments -
2. The Need to Increase the number of students pursuing STEM careers - Makayla, Chris, Emma
3. Race to the Top Funding of Schools - Shaina, Sashy, Virginia
4. Charter Schools - Hannah, Cara, Iain
5. Alternative Pathways to Teacher Certification -
6. Different teaching styles; teacher/student centered and motivation - Allie, Sam, Kristin
7. Date Violence Prevention Through Education - Briana, Jaime, Lauren
Introduction
The purpose of this exam is to provide each student with an opportunity to synthesize information from the course readings, and apply collaboration, research and writing strategies that were introduced in class to critically examine a educational issue in the news across the country as well as here in Rhode Island.
Just like our semester projects, the exam has two phases: A research phase and a writing phase. The research phase can be done before the day of the final exam, and should be collaborative in the sense that each student working on a particular question should be willing to share their research. The writing phase will be done individually on the day of the exam.
Exam Sequence
Phase 1: Research
During the research phase, each student will choose a topic and contribute to a shared collection of references. This phase should take place before the day of the examination.Step 1: Choose Topic
Step 2: Research Your Topic with the other classmates in your group.
Phase 2: Writing
Examination Topics and Assignments - 2009
1. Common Standards and Assessments -
2. The Need to Increase the number of students pursuing STEM careers - Makayla, Chris, Emma
3. Race to the Top Funding of Schools - Shaina, Sashy, Virginia
4. Charter Schools - Hannah, Cara, Iain
5. Alternative Pathways to Teacher Certification -
6. Different teaching styles; teacher/student centered and motivation - Allie, Sam, Kristin
7. Date Violence Prevention Through Education - Briana, Jaime, Lauren